Pulse and Water College

Pulse and Water College

Address: 138 Eynsham Drive, Abbey Wood, London, Greenwich, SE2 9PT Unique reference number (URN): 141315

p.1

Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

p.1

How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

p.1

How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met. Insufficient evidence: Inspectors were unable to gather sufficient evidence to judge whether safeguarding standards are met.

p.1

Achievement Expected standard

Leaders check pupils' starting points carefully when they arrive at the school. They use this information to work out where there are gaps in pupils' reading, writing and mathematical knowledge. The school provides a range of support strategies to help pupils catch up. This includes regular 'achievers sessions' for pupils taking English and mathematics GCSEs. Over time, most pupils take increasing pride in their work and make positive progress through the curriculum. Pupils can talk about their recent learning using subject-specific language. They are keen to take part in class discussions. Pupils are articulate. Typically, they express themselves well, both verbally and in writing.

p.2

Achievement Expected standard

Most pupils who leave the school in Year 11 have the qualifications they need to progress to education, employment or training. They have also learned how to manage their emotions. Pupils are better equipped to deal with challenges. As a result, they are able to sustain their next steps.

p.2

Attendance and behaviour Expected standard

Many pupils arrive at the school having missed significant time in education. Many have refused to attend school or have truanted. This school achieves a suitable balance of support and challenge in its work with pupils and their families. Staff follow up on punctuality and attendance with tenacity each day. The school uses its analysis of individual pupils' attendance to encourage improvement. For example, leaders put pupils' favourite food on the menu. They adapt the timetable, provide music lessons or access to art materials as incentives to attend. These actions have had a demonstrable impact in individual cases. Whole school attendance is in line with similar schools nationally and leaders acknowledge that pupils' attendance remains an area of focus.

p.2

Attendance and behaviour Expected standard

As with attendance, the school uses its detailed knowledge of individual pupils to manage their behaviour. The 'daily debrief' enables staff to share the behaviour management strategies that work best with each pupil. As a result, the school is usually a calm place, where pupils can learn. The school adopts a strict approach to any discriminatory language or bullying. Pupils have positive, respectful relationships with staff and, for the most part, with each other. The school’s rewards system typically motivates pupils to behave well, to attend school and to have a more positive attitude to learning.

p.2

Curriculum and teaching Expected standard

Leaders are well informed about the quality of the curriculum. The curriculum is carefully designed and sequenced to meet pupils' needs and to address gaps in their learning. The school offers a broad range of subjects that meet the requirements of the independent school standards. English, mathematics and science take centre stage, particularly for older pupils. Teachers have secure subject knowledge. On the whole, they are adept at checking pupils' understanding of topics and subject-specific terminology before moving on to new curriculum content. Teachers use information from checks on learning to inform their planning. Typically, teacher explanations are clear. Teacher feedback provides pupils with helpful guidance regarding what they should do to improve their work.

p.2

Curriculum and teaching Expected standard

When pupils join the school, leaders ensure that pupils’ confidence and fluency in reading, writing and mathematics are checked. Staff use this information effectively to plan content and to adapt its delivery. This includes allowing time each day for pupils to develop reading fluency and enjoyment. The curriculum is responsive to pupils’ emotional and wellbeing needs. Teachers anticipate and adapt content sensitively to ensure that pupils remain engaged. This flexible approach enables pupils to access learning with increasing confidence.

p.3

Inclusion Expected standard

The school has a coherent process for testing pupils' starting points on entry. This consists of formal testing, input by experts and close observation by staff. All of this ensures that staff understand pupils’ motivations, behaviours and academic strengths and weaknesses early on.

p.3

Inclusion Expected standard

Staff are trained in how to meet particular special educational needs and/or disabilities. Most make effective and appropriate adaptations so that pupils can access the curriculum, but on occasions these are not as precise as they could be. Pupil profiles helpfully set out the behavioural and academic strategies that staff might use to best support pupils. Typically, staff are skilled in enabling pupils to self-regulate their behaviour. For example, they allow rest breaks and break the work down as needed to help pupils sustain motivation. The school offers a bespoke approach. A few pupils achieve better with one-to-one support. Others need a structured timetable that includes therapeutic activities. The 'daily debrief' for staff provides an opportunity to share information about individual pupils. Staff make changes to the provision as a result of this discussion.

p.3

Inclusion Expected standard

The school has clear oversight of additional funding for disadvantaged pupils. It is used to ensure that every pupil can access beneficial experiences and personal interests, such as music or drawing.

p.3

Leadership and governance Expected standard

Leaders and staff are united in their vision to improve the life chances of the pupils who attend the school. They have a robust understanding of pupils’ contexts and the multiple barriers to learning they face. Leaders work closely with staff, parents and carers and professionals to improve outcomes for pupils. Staff feel well supported by leaders and respect them greatly. This is because their workload is manageable, and leaders are approachable and transparent. Leaders are mindful of staff wellbeing. Staff are a cohesive team and work well together in the best interests of pupils.

p.3

Leadership and governance Expected standard

Staff participate in professional development in and out of school. This is delivered by experts and external providers, such as the local authority. There has been a recent focus on training to better meet pupils’ special educational needs and/or disabilities. This is having a positive impact on provision. 'Daily debriefs' ensure staff can share any challenges, current information about pupils and helpful strategies to support pupils with their work and behaviour. Staff appreciate leaders' high expectations and commitment to achieving the best outcomes for pupils.

p.3

Leadership and governance Expected standard

The proprietor is also the headteacher. She ensures that the school meets the independent school standards and its statutory duties consistently. In the absence of any governors, the school is held to account by the local authority and by the local schools that send pupils here. They have clear oversight and provide feedback on the quality of provision. School leaders particularly value the timeliness of information-sharing.

p.4

Personal development and wellbeing Expected standard

Pupils benefit from a well-designed personal, social, health and economic (PSHE) curriculum, which generally develops their knowledge well. Teachers prioritise topics to address gaps in pupils' knowledge. Pupils learn about the fundamental British values of respect and tolerance for others through 'wellbeing sessions' as well as through the PSHE curriculum. The curriculum is flexible. For example, staff incorporate teaching about knife crime when it is a concern in the local area. The school’s ‘Cutting Edge Week’ had a recent focus on cyber-security in response to an identified need in the school. The school supplements the PSHE programme with 'life skills' sessions. Here, pupils benefit from valuable learning about all aspects of financial capability.

p.4

Personal development and wellbeing Expected standard

The relationships and sex education curriculum follows statutory guidance and is age- appropriate. For example, younger pupils learn about puberty and older pupils gain an understanding of genetics as part of reproduction in science. Pupils learn about the dangers of vaping, smoking and alcohol. They understand the impact of these on physical and mental health.

p.4

Personal development and wellbeing Expected standard

The school provides effective support for older pupils as they prepare to take their next steps. Pupils access independent careers advice and some take part in work experience. Younger pupils benefit from careers discussions during PSHE lessons and teachers make relevant links through the academic curriculum.

p.4

Personal development and wellbeing Expected standard

Pupils’ talents are quickly identified and fostered by the school. For example, a group of pupils started to teach themselves how to play musical instruments. In response, leaders purchased musical instruments and professional teaching. Other pupils have expressed a keen interest in sport and art, prompting the school to buy additional resources. The school offers a plethora of outings to places of cultural interest in London and museums. Pupils value these opportunities. They encourage pupils to be more independent and prepare them well for adulthood.

p.4

What it's like to be a pupil at this school

Pupils arrive at Pulse and Water College after a disrupted experience of education. Pupils settle quickly because staff show genuine care and respect for them. Pupils get a warm welcome on arrival each day. In their morning 'wellbeing sessions', pupils receive updates about the day ahead. Pupils appreciate these routines and, as a result, generally enjoy coming to school. They feel safe because they trust staff and know that they can speak to anyone if they have a concern.

p.4

What it's like to be a pupil at this school

Staff understand pupils well. Pupils value the sensitivity of staff in the management of pupil behaviour. The same is true of any bullying. Pupils say that they 'bicker' sometimes but that staff manage this swiftly and effectively. There is a zero-tolerance approach to any form of discriminatory behaviour or language in school. Pupils believe that the school is strict, but fair. Typically, pupils enjoy socialising together over breakfast, a snack at break and a hot lunch each day. Jollof rice is a firm favourite with staff and pupils.

p.5

What it's like to be a pupil at this school

The culture of high expectations in the school extends to pupils' academic achievement. Pupils say that education is taken seriously here. Staff personalise the curriculum to suit pupils' needs and aspirations. This includes helping to close gaps in their knowledge and skills. Pupils are motivated to collect points towards silver, gold and platinum ratings for positive attendance, work and behaviour. These add up to termly rewards of vouchers. Pupils get the chance to become the 'pupil champion' of the term and the holder of the silver cup.

p.5

What it's like to be a pupil at this school

Pupils are well prepared to take their next steps academically, socially and emotionally. Pupils sit GCSEs and functional skills qualifications in English, mathematics and science. They can take GCSEs in other subjects they have studied in mainstream school. Typically, this enables pupils to progress to suitable training, employment or college courses.

p.5

Next steps

Leaders should help staff to deliver the curriculum consistently well and ensure that they consistently adapt teaching to enable all pupils to learn as effectively as possible. Leaders should further strengthen their already positive work to remove barriers to pupils’ attendance at school.

p.5

About this inspection

Inspectors carried out this standard inspection under section 109(1) and (2) of the Education and Skills Act 2008, and checked the school’s compliance with the independent school standards. These are the requirements set out in the schedule to the Education (Independent School Standards) Regulations 2014.

p.5

About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

p.5

About this inspection

Inspectors spoke with the proprietor (who is also the headteacher) and the director of learning during the inspection. They also spoke to representatives from the local authority and 2 local schools.

p.5

Independent school standards

Independent school standards are either met or not met for each category. The inspectors confirmed the following information about the school:

p.6

Independent school standards

The school caters for a significant number of pupils with education, health and care plans, typically for social, emotional and mental health needs.

p.6

Independent school standards

The fees currently charged range from £88.49 to £335.26 per day, depending on the pupil's requirements.

p.6

Independent school standards

The school's email address is admin@pulseandwatercollege.co.uk.

p.6

Independent school standards

Since the previous inspection, the school has appointed a new Director of Learning.

p.6

Independent school standards

The school does not make use of any alternative provision.

p.6

Independent school standards

1. Quality of education provided Standards met

p.6

Independent school standards

2. Spiritual, moral, social and cultural development of pupils Standards met

p.6

Independent school standards

3. Welfare, health and safety of pupils Standards met

p.6

Independent school standards

4. Suitability of staff, supply staff, and proprietors Standards met

p.6

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.7

School capacity

5. Premises of and accommodation at schools Standards met

p.7

School capacity

6. Provision of information Standards met

p.7

School capacity

7. Manner in which complaints are handled Standards met

p.7

School capacity

8. Quality of leadership in and management of schools Standards met

p.7

Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

p.8

Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

p.8

Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

p.8

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.8

Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

p.8

Insufficient evidence

Inspectors were unable to gather reliable enough evidence to grade an evaluation area. This is rare and normally only happens if there are no pupils on roll at the school.

p.8

Insufficient evidence

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.8

Insufficient evidence

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.9

Insufficient evidence

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.9

Insufficient evidence

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.9